The Impact of Lesson Study on Professional Development, Job Satisfaction and Organizational Commitment of Elementary Teachers

Hossein Zeinalipour, Ali Akbar ShaikhiFini, Farideh Helmi


At the beginning of the twenty-first century, all attentions have been paid to educational system, over the past; the attention and concentration of educational systems to improve school learning have been increased too. Because, undoubtedly, a weak primary education system, would endanger the whole system of human capital development. Recent approaches in the education system to improve learning indicate a cooperative learning in the classroom and train the students as an inquiring generation. Research methodology in this study is a one group quasi-experimental research with pre-test and post-test. Data collection has been done via field study, and tools for data collection were questionnaire. In this study, samples studied were 47 cases of primary teachers in Qeshm city who had not participated in the lesson study training courses. These persons were selected through convenience sampling. Therefore, these people completed questionnaires once before and once after the completion of the course, and finally the data was analyzed. The result indicated that lesson study courses have positive impact on teacher’s professional development and its dimensions. In addition, it was founded that lesson study courses have positive impact on organizational commitment and job satisfaction.

Full Text:

PDF 15-21


Sarkararani, M.R. (2012).Lesson Study: A Model for producing professional knowledge at school- Roshd journal: School management- 6th period, 51: 10-12.

Black, P. & Wiliam, D. (1998). Assessment and classroom learning, Assessment in Education, 5(1): 7-74 .

Alhiar Torkman, A. (2012). An approach of professional improvement of teachers to improve quality in Education and Training, Economic Plan Weekly Journal, third period,.392: 26-27

Haberman, T. (2009). Professional development for teachers, Education journal, 45(4): 16-19 .

Marashi, S.M. (2010). Searching for deserving and teacher’s educational role- Papers’ Collection of 4th Conference on Teacher Education position- First Vol- Tehran: Tarbiat publications- Second Addition.

Silins, H. & Mulford, B. (2010). Schools as Learning Organizations: The Case for System, Teacher and Student Learning, Journal of Educational Administration, 40(5): 425-446.

Sarkar Arani, M.R. & Matoba, M. (2009). School Based In-Service Teacher Training in Japan: Perspectives on Teachers Professional Development, Journal of the Graduate School of Education and Human Development, 49(1): 97-110.

Bakhtiari, A. & Sarkararani, M.R. (2013).Lesson Study: A Japanese Model for professional improvement of teachers in classroom, School culture Weblog.

Morris, A.K. & Hiebert, J. (2011). Creating Shared Instructional Products: An Alternative Approach to Improving Teaching, Educational Researcher, 40 (1): 5-14.

Hurizadeh, B. (2008). Enriched training culture, Second Vol, Tehran: Loh Zarrin, Sixth Addition

Rauf, A. (2010).Teacher Education and internship, Tehran: Fatemi Publication, First Addition.

Power, T. (2012). Towards a new architecture for teacher professional development in South Sudan Transforming Government: People, Process and Policy, 6 (4): 368-379.

Saki, R. (2010).Considering the relationship between teacher’s organizational commitment and student’s educational performance in schools of 6th region of Tehran city- Educational management and leadership, 4th period,3: 61-85.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

World of Researches Publication